Participants will be able to:

Interpret data generated from the Child
Observation Record.
2
In terms of curriculum:

How are we doing?

How do we know?

What do we need to know about our
programs/sites/classrooms to insure we
are meeting our curriculum goals?
3
Teaching
Cycle
Data
Results
4
Planning
Assessment,
Reflection
(Curriculum
Goals)
Teaching
Practice
5
Planning
Assessment,
Reflection
(Curriculum
Goals)
Teaching
Practice
Step 1 - Understand what the data is reporting.
Step 2 - Understand what your data says.
Step 3 - Make sense of what the data
indicates based on what you
know about your own classroom
and children.
Step 4 - Ask yourself, does the data
suggest any new questions?
6
Bluebird Classroom
Report is
about?
Data
says?
Does this
make
sense?
New
questions?
Assessment,
Reflection
Planning
(Curriculum
Goals)
Teaching
Practice

What actions can we take to support this
classroom?
8

What content areas are our strengths? How do
we know?

What are our weak areas? How do we know?

Are children learning? How do we know?

Are we reaching all of our children?
9
1.
Summarize your assigned report on page X
of your training booklet
2.
Choose a spokesperson to share your
group’s ideas for using this data to inform
teaching practices.
10
Assessment,
Reflection
Planning
(Curriculum
Goals)
Teaching
Practice
We can also use our classroom data to
inform our teaching practice when
working with groups of children or
small groups of children.
11

Scaffolding is a
strategy that we can
use to make one
activity (small group
activity for example)
a meaningful
experience for all of
the children,
regardless of their
developmental level.
12


Both
◦ Support children’s individual levels
of development (or where they
currently are)
And
◦ Provide extensions as they move to
the next developmental stage
13
Earlier
Middle
Later
14
15
Next we will look at an example of a small
group activity that uses scaffolding. The
teacher wants to use small cars and planks
to support children using position and
direction words and learning more about
rates of movement.
Earlier
Middle
Later
16
Working with Cars and Planks:
Earlier Example
Things children might do or say at this stage:
• Move the car around the floor.
• Say, “Brrrroom” while make a car go back and forth on the floor.
• Line the cars up on a plank.
To support current levels:
To offer an extension:
17
Working with Cars and Planks:
Middle Example
Things children might do or say at this stage:
• Say, “The cars work best on the boards. They don’t like the carpet.”
• Place their board on a block to make a ramp and send their car
rolling down it. Say to another child, “Let’s have a race.”
To support current levels:
To offer an extension:
18
Working with Cars and Planks:
Later Example
Things children might do or say at this stage:
• Experiment with making bridges by adding blocks to both sides and a
long plank across.
• Make a ramp several blocks tall and say, “When it’s high like this, the
car goes far – almost to Joey’s foot!”
To support current levels:
To offer an extension:
19
1.
As a table group, interpret the report on p.
X of your training booklet.
2.
Create a plan for using this information to
support and improve teaching practices.
20
21